Monday Lesson

EDU 600- Spring 2014

Crystal Newsome

Language Arts Reading Comprehension Grade 1

45 minutes State Standards Addressed: RF4 Read with sufficient accuracy and fluency to support comprehension. Unit/Content Goal: Read on-level text with purpose and understanding. Student learning objective(s): Cognitive: 1.1 Given a picture book, on grade level, the student will make inferences about the book, before reading receiving 3 out of 4 points on a checklist. Affective: 1.1 The 1st grade student will produce a picture or a story explaining how they are you unique with 80% or better on the task.

Materials/ Resources/Technology: Swimmy by Leo Lionni

Picture books-various topics Word Wall- (Index cards, markers, tape) Reading Logs Dictionaries Computer Projector Internet access Prepare the Environment: The students will have several seating places within this one lesson. The reading rug is set up for group read aloud. The teacher will use prezi presentation to engage the students

in a broader perspective. The computer, projector, and prezi will be set up prior to the students arriving to class. The materials for the activities will be set aside, but ready for the students to use at the appropriate time. The students desks are set up to engage the students in social interactions, but also to be presentation ready. The students reading logs are in their perspective boxes and are there for them to retrieve when the time comes. Lastly, next to the reading rug is the class library. The class library consists of books from different genres and subject matters for the students to use. The teacher will add and subtract books from the class library as needed to relate to the subject matter to be taught. Before starting the lesson, the teacher must close the classroom door for fewer distractions. Prepare the Audience: When the students arrive to class the agenda will be posted on the board and during transition times, the students will be reminded of what is happening next on the agenda. Procedures: The teacher will use a Prezi Presentation to guide the class period. 15 mins.- Warm-Up: The students will engage in pre-reading. As the students arrive and get settled on the reading rug, we will discuss and answer questions related to the ocean. The teacher will ask open-ended questions such as: What lives in the ocean? What do they eat? Do some fish eat other fish? How do you feel about that? As the students think of other things related to the topic, the teacher will use a prezi presentation to show pictures comparing big to small. Transition: The teacher will then explain that today for our reading class we will look at the book Swimmy by Leo Lionni 15mins. -Lecture: With everyone seated on the reading rug, covering the text, the teacher will show the pictures of the book and invite theories to the students questions about each page, such as: Oh, the one fish is a different color. Why do you think that is? Maybe he is a different kind of fish.

Reading Aloud The teacher will choose the students to read each page of the book, prompting them on the section they are intended to read. Once the book is read, the teacher will go back through it with the students encouraging them to notice key words for the word wall. Each new word will be defined, discussed in relation to the book, and placed on the classroom word wall. Transition: The students will return to their seats and ready their reading logs for wrap up. 15 mins-Wrap Up 1. The students will fill in their reading log, by drawing a picture or writing a story of what makes them unique. 2. The students will discuss their reading logs with the group and share a new word they learned from the word wall. 3. The students will choose a book from the class library to read quietly.

Assessment Plan: Pre-Assessment: Verbal, during inquiry questions in Warm Up activity Formative Assessment: Verbal inquiry questions, group work, reading log rubric. Post-Assessment: Reading Log: Rubric CATEGORY Focus on Assigned Topic 4 The entire story is related to the assigned topic and allows the reader to understand much more about the topic. 3 Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. 2 Some of the story is related to the assigned topic, but a reader does not learn much about the topic. 1 No attempt has been made to relate the story to the assigned topic.

Writing Process

Student devotes a lot of time and effort to the process. Works hard to make the story wonderful. Original illustrations are detailed and creative relate to the text from the book. All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.

Student devotes sufficient time and effort to the process. Works and gets the job done. Original illustrations are somewhat detailed and creative relate to the text from the book. Almost all (about 90%) the written requirements were met.

Illustrations

Student devotes some time and effort to the process but was not very thorough. Does enough to get by. Original illustrations relate to the text from the book.

Student devotes little time and effort to the writing process. Doesn't seem to care. Illustrations are not present.

Requirements

Most (about 75%) Many of the written requirements requirements were not met. were met, but several were not.

Adaptions & Modifications: Transition time has been added to aid the students with attention issues time to adapt to change. Also a set schedule has been given to one child will autism. All of our activities are set up so that the student with spina-bifida can join in with fellow classmates. Homework/Connection with Home: The teacher will send home additional resources including a link to the Blog and a video on the first day of the week.